English-language-learner families are less likely to attend parent-teacher conferences and other school-related events, which means they miss out on important opportunities to communicate about their children's academic progress.
"I will forever be grateful for the opportunity and privilege I have been given to serve my country and its learners," Viana wrote in an email to supporters this week.
In Washington, D.C., Oklahoma City, and other cities last week, high school students staged walkouts to support an Obama-era program that rotected young immigrants who were undocumented from deportation.
The number of K-12 Latino teachers has more than quadrupled over the last three decades, but the growth has not kept pace with the explosive growth in the nation's Latino student population. A new report from New America suggests ways to narrow the gap.
Dozens of states offer the seal of biliteracy, but more than 80 percent of students who earn the honor are concentrated in just five states, a new report reveals.
A 'lack of communication and collaboration' between researchers who focus on English-learners and those who specialize in content areas such as English, mathematics, and science could pose problems for efforts to close opportunity gaps.
The current system results in less access to academic classes for long-term English-learners, a new study argues, while more recent arrivals sometimes fare better.
Nationally, at least five million children have at least one parent who is undocumented. Supporting those children should be a priority if the threat of a raid is not imminent, advocates said.
The popularity of the seal of biliteracy has surged across the country but federal legislation that would fund U.S. Department of Education grants to help states and school districts establish and strengthen programs has repeatedly sputtered in Congress.
New research suggests that English-language-learner classification has a "direct and negative effect on teachers' perceptions of students' academic skills."